SUPPLEMENTAL
RESOURCE GUIDE
VERSION 1.2
Drew Hunter and Suzette Walden Cole, Fraternal Health & Safety Initiative Consultants
JAMES R. FAVOR & COMPANY
MISSION
The Fraternal Health and Safety Initiative is designed to aid participating Fraternities and Sororities in ensuring
their members achieve a high-quality, lifelong experience. FHSI Fraternities and Sororities are values-based
organizations that focus on developing men and women through character enrichment, academic excellence,
philanthropy, social interactions and a lifetime of brotherhood/sisterhood. FHSI Fraternities and Sororities
believe that upholding Fraternity/Sorority standards enables members to realize their potential as citizens of the
host institution, thereby becoming future leaders of society.
CONFIDENTIALITY STATEMENT
FHSI Consortium Members want to create an environment that encourages open and honest discussion
regarding decision-making on the topics of hazing, alcohol, drugs, sexual misconduct and other accountability
issues. No assurance of confidentiality should be made, as facilitators may be required to report information
shared during a program, depending on the Fraternity’s/Sorority’s policy, college/university policy, state and/or
federal law. All facilitators are encouraged to speak to the designated Fraternity/Sorority staff member about
their requisite protocol, and act accordingly.
FACILITATOR GUIDE KEY
Facilitator Comments.
This icon in your Guide for the Activities signals the instruction that you are to read this portion(s)
aloud. You may elect not to “make it your own”, and not use it as a script; however, please do
ensure that you keep the veracity of the content intact.
Participant Comments.
This icon signals the instruction that you are to elicit feedback from participants to respond to
questions, or engage in a dialogue.
Facilitator Notes.
This icon in your Guide signals instructions to/for you. There are intentional notes for you to be
aware of built into the activities at various points.
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This is a confidential document, the contents of which should not be disclosed to third parties without the express permission of JRFCo.
TABLE OF CONTENTS
TOPIC
PAGE NUMBER
Mission, Confidentiality Statement and Facilitation Guide Key
1
Table of Contents
2
Guidelines to Facilitate a Productive Group Process
3
Ground Rules for All Activities
4
Processing the Activities
5
Event Monitor Training Activity
6
National Collegiate Alcohol Awareness Week/Month Program Ideas Resource
19
Speak Up! Overview and Ordering Information
20
Bystander Intervention Techniques Follow-up
Roleplaying Activity
21
National Hazing Prevention Week Program Ideas Resource
30
Sexual Assault Awareness Month Program Ideas Resource
31
“My Brother’s/Sister’s Keeper” Recognition Award Program
32
Hosting “A Walk a Mile in Her Shoes” Campus-wide Event
34
Steps to Educate the Fraternal Community on Sexual Misconduct Resource
35
Forced Choices Discussion Builder Activity
37
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GUIDELINES TO FACILITATE A PRODUCTIVE GROUP PROCESS
1. Encourage members to make “I statements” rather than “you statements.” (“I feel…,” “I think…,” “I
want to know….” Rather than “You said…,” “You are…”)
2. Acknowledge and reinforce members who share intimate, self-disclosure material and solicit reactions
and support from other members for their openness.
3. Allow the group to consider direct questions before or instead of answering them yourself. (“What
does the group think about that?”)
4. Elicit feelings about issues, comments or interactions in the group; especially if they seem provocative,
controversial, or intense. (“How does that make the group feel?” “What kind of feelings does that
focus for you?”)
5. Intervene and limit personal attacks on destructive, accusatory or inflammatory remarks and
interactions. Ask the group to reflect on how they felt in observing and/or experiencing these.
6. Allow the group discussion and related process to evolve in an open fashion without too much
structure or specific content direction. Highlight and focus important points with reflection,
reinforcement, and an invitation to look deeper or to consider further the significant point at hand.
Actively invite different perspectives and alternative points of view.
7. Emphasize the importance of active, empathetic listening. Set limits on interruptions while another
member is talking.
8. Periodically invite the input of quieter, non-participative members.
9. Model openness, honesty, self-disclosure, sharing of feelings as well as thoughts, tolerance, respect
and commitment to personal growth in your leadership style and participation as the facilitator of the
group discussion and group process.
PERSONAL FACILITATION NOTES:
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GROUND RULES FOR ALL ACTIVITIES
1. You are vulnerable.
When you open yourself to new ideas, you may feel vulnerable. Don’t mistake this for weakness.
Accept it. It will lead to new understanding
2. You can be a peacemaker.
If heated words are flying among your members, try to maintain a cool head and help each person see
the other’s point of view.
3. There isn’t always a “right” answer.
Although we usually wish there were, and some people might think they have it!
4. Your first reaction is your worst reaction.
If you feel threatened by something another chapter member says, your first impulse will not be a
thoughtful one. Before you attack, shut down, or cut the person off, reevaluate the comment and
your response.
5. Secrets corrupt.
If you’ve got a complaint, share it with the whole chapter, not with just one or two friends. You’ve got
to be one for all and all for one.
6. Every opinion must be respected.
That doesn’t mean you shouldn’t politely try to change the opinion if you disagree with it.
7. Knowledge is Power.
If a member is unable to answer your questions about an issue, do your own research and share your
findings with the chapter.
8. Invitations are expected.
The issue(s) you share with your chapter will have greater meaning if you invite them to participate in
a special event.
Notes on other Ground Rules you would like the group to consider:
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PROCESSING THE ACTIVITIES
The Importance of Processing the Experience
Complete the Processing. Don’t leave them hanging. These exercises will cover issues active and new
members may find to be sensitive and uncomfortable. After the experiential portion of the exercise(s), it is
vital that you lead the participants through the debriefing stages in order for them to process what they have
experienced. They may be confused, angered and frustrated after the experiential exercise, and proper
processing is necessary for them to leave the program with a basis to begin their development of respectful
understanding.
Make it Meaningful, Make it Local. As the participants reflect upon the exercise(s), they will almost assuredly
tie their experience and feelings to their current life situation and perhaps to particular incidents in their lives.
As you continue debriefing, it is important that you recognize this aspect of their development path, and tie
the processing and discussion back to experiences, situations and challenges facing the individuals and
members of their organization. If possible, and you have knowledge of the local chapter situation, tying the
processing to their actual experiences and the state of affairs on their campus is obviously even more
effective.
Respectful Understanding. The desired outcome of these exercises is to leave the participants with the
awareness that will allow them to begin their journey toward a different outlook to chapter life. It is unlikely
that members who enter the program and address the issues presented for the first time will leave the
program with a full understanding of the change that needs to occur within their chapter. It is important to
appreciate this, because you must convey to the participant that the expected outcome is not only simply
awareness, but a dedication to change the culture of the chapter environment. This is why we are seeking to
infuse these follow-up exercises within the chapters’ educational programming provided by each FHSI
Consortium Member Group.
Bystander Behavior. As part of the processing, it is important also to spend some time focusing on the
behavior of the participants as bystanders in situations involving the issues that the chapter has faced. For
most of the participants, this may be the role they play most often, so you should focus on helping to position
the participants to reach a point where they feel comfortable intervening, and are prepared to do so. There
are four steps necessary for effective intervention:
1.
2.
3.
4.
Notice the Event (i.e. a traffic accident).
Interpret the Event as a Problem.
Feel Responsible for Dealing with It.
Possess the Necessary Skills to Act (Exploring alternatives in intervention to possess more
confidence in order to act).
PERSONAL FACILITATION NOTES:
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Event Monitor Training Activity
Pre-Session Preparation
Overview
Whether your college/university or the Fraternity/Sorority require the use of an event monitor for chapter
sponored activities, it is a common occurrence. However, too often, there is a lack of attention given to training
the individuals who are assuming the role. This session is designed to assist participants in understanding the
role of an event monitor, and why that role is an important risk management practice for the chapter. You can
also utilize any of the PowerPoint Slide Decks to feature the STOP Model, if desired as a visual aid. You may
email [email protected] to request copies of the STOP Model slides.
Forum/Audience: Chapter
Target Facilitator: Undergraduate chapter officer or undergraduate leader with a Fraternity/Sorority
volunteer or headquarters staff support
Materials Needed:




Flip Chart
Tape
Markers
Pens/Paper for Participants
Learning Objectives:
Participants will. . .
1. Recognize the role of an event monitor based upon the event type and venue
2. Learn the proactive ways to intervene in situations where others are making decisions that could place
the involved individuals, chapter and/or Fraternity/Sorority at risk
3. Understand the definitions, policies, laws and legal issues related to event management, especially when
alcohol is present
4. Identify the signs of intoxication and when early intervention is necessary
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Facilitation Outline
Content
Time
Introduction and Welcome
Ground Rules
What is an Event Monitor?
Role of an Event Monitor
Issues Based Upon Types of Events
Intervention Skills & Strategies
 Signs of a Potential Problem
 Stages of Intoxication
 The STOP Model
 Brainstorm Proactive Intervention Strategies
Reflection and Closing
3 minutes
3 minutes
5 minutes
12 minutes
15 minutes
Total Time
10 minutes
10 minutes
18 minutes
10 minutes
4 minutes
90 minutes
Prepare yourself and the room before the session, first:

Thoroughly review the information found in this facilitator guide. This will take approximately 1-1.5
hours. Study the outline to ensure you have a thorough understanding of the program’s overall structure.
It is important that you give some thought to areas where you may need to specifically frame the
conversation around how members will assume leadership and properly represent the values of the
Fraternity/Sorority, as well as examples on how they could do so.

In advance of the session, research the campus policies and procedures for events with and without
alcohol including the procedures on how a violation of policy would be handled. Be prepared with notes
to ensure you are familiar with these campus policies when questions arise in the session. This will enable
you to speak directly to the campus where you are doing the program.

The space being used should be large enough for your group to move around in during some interactions.
It should also be a place where the discussion will not be interrupted by exterior noise or visitors.
Reserving a room outside the chapter facility may create a less distracting environment, but it is most
important that it is a space in which the facilitator and participants can feel comfortable sharing personal
feelings and attitudes.

Be prepared to distribute the handout(s) to as many participants as will be expected for the discussion.

When setting up the room, place the chairs in a circle with flipcharts at the front. If there’s not enough
room, you can utilize a presentation style set-up with the chairs in rows—just be sure you have space to
walk around the room.

Set up two flipcharts and have working markers handy. (You can also use a chalkboard and chalk or
overhead projector.)

As the participants enter the room, ask them to make themselves comfortable.

Let them know that the session can last up to 90 minutes.
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INTRODUCTION AND WELCOME, GROUND RULES & WHAT IS AN EVENT MONITOR?
SECTION TIME: 11
RUNNING TIME: 11
Facilitator(s) should introduce yourself by sharing your name, affiliation, what you do for the
Fraternity/Sorority and why you are here facilitating. If time allows, you can also have the
participants share their name and one “take-away” they are hoping to gain.
Welcome and thank everyone for participating in this session on event monitor training.
Establish that ground rules are essential in order to create a positive and respectful environment
for delicate issues to be explored. Walk through the ground rules for today’s session with the
group.
Ask if there are any additions, as they may determine others for the session.
NOTE: If there are other ground rules, be sure to add them to the list. Then, post the ground rules
in the room where they are visible to everyone.
Say that these standards should be considered when sharing and listening to each other’s
opinions throughout the session. Ask for consensus about abiding by the ground rules and holding
each other accountable to them.
During this section you should also review the learning objectives of this session.
Ask the question: “What are your initial thoughts when I say the term, ‘event monitor’?”
Gather 4-5 responses from participants. NOTE: If being sober is not an initial thought, then you
will definitely want to make that point. The expectation for event monitors is that they are always
sober. We will talk about “why” later.
On the flip chart sheet, you (or an assistant) should write the word “Event Monitor.”
Ask the question: “What does it mean to be a sober monitor in your chapter?”
You, or your assistant, should write down all of the answers on a flip chart paper. Write down all
the words as quickly as possible. Aim to get 10-15 thoughts/words. After the list is exhausted, tear
that sheet off and affix it to the wall where all can see.
On the flip chart sheet, you (or an assistant) should write the word “Successes.”
Ask the question: “When you have seen an event monitor executing his/her duties, what stood
out to you as going well?”
You, or your assistant, should write down all of the answers on a flip chart paper. Write down all
the words as quickly as possible. Aim to get 10-15 thoughts/words. After the list is exhausted, tear
that sheet off and affix it to the wall where all can see.
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On the flip chart sheet, you (or an assistant) should write the word “Improvements.”
Ask the question: “Now, think about your interactions with sober monitors at chapter events,
what stands out to you as needing improvement?”
You, or your assistant, should write down all of the answers on a flip chart paper. Write down all
the words as quickly as possible. Aim to get 10-15 thoughts/words. After the list is exhausted, tear
that sheet off and affix it to the wall where all can see.
Ultimately, our goal for this session is to find ways to strengthen our chapter’s risk management
procedures by ensuring that our event monitors are well-prepared to perform their tasks. When
we know better, we do better. So many of the issues that face our chapter members and guests
are preventable if people stand up and step in when the need for intervention arises.
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ROLE OF AN EVENT MONITOR
SECTION TIME: 12
RUNNING TIME: 23
Ask the participants to take out a sheet of paper and something to write with for this next section.
It may be worthwhile for you to have some extra paper and pens/pencils for the participants’ use.
Direct participants to record their responses to the following questions:
 What am I responsible for as an event monitor?
 What is NOT included in the role of an event monitor?
Allow 3-5 minutes for the participants to write down their answers.
After the participants have had time to write down some answers, you (or a different assistant)
come forward and write the answers as participants share. There should be separate flip chart
sheets for each question.
Ask the question: What did you determine as the role(s) for event monitors?
Once you have identified 5-10 tasks/responsibilities related to each question, move on to start to
debrief what the role actually entails.
If participants struggle to come up with answers, please assist them with some suggestions. Some
possible answers are:
 What am I responsible for as an event monitor?
o Aid in keeping our members safe
o Address situations before they get out of control
o Be observant of what is happening
o Alert security, if the need arises
 What is NOT included in the role of a sober monitor?
o Engaging in the physical removal of someone—that’s the role of hired security
guards/bouncers
o Acting in the place of Emergency Services
o Making alcoholic beverages
Those were great lists that you all generated. There are a few items that I want to highlight for
us before we examine how the role changes based upon the type of event we are monitoring.
 Being sober: It doesn’t matter what type of event it is, if we are assigned the role of event
monitor, then our job is to be sober. We define sober as having not consumed any alcohol
at any point prior to, during, or immediately following the event.
 Wearing identifiable clothing/name badge: During an event, it is important that event
monitors be easily identifiable in the crowd. Therefore, we recommend having an official t10
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shirt or prominent name badge to help guests and members know who to go to if a
problem arises.
 Be prepared to enact the chapter’s risk and/or crisis management plan: (NOTE: Use your
organization’s language here.) We have plans for a reason. Prior to an event, we
recommend the officer in charge of risk management lead a pre-event meeting with all of
the event monitors to review the risk and/or crisis management plan. This provides the
opportunity to answer questions anyone brings up. Additionally, you should review the risk
management plan for the specific event--What are the potential hazards? What should
everyone be looking out for during the event? What do they do if a situation arises?
 If applicable, check IDs to identify who is and is not 21 years old: (NOTE: Use your
organization’s language here.) A third-party vendor does not absolve you of all liability. If
you are aware of an underage attendee possessing and/or consuming alcohol, you have a
responsibility to alert the appropriate authority (security and/or the third-party vendor).
 Ensure that no one enters the event who is under the influence of alcohol or drugs or
wearing offensive attire.
 Ensure that anyone who becomes overly intoxicated leaves the event in a safe manner.
 If hired security is being used, know who and where they are during the event.
 Attempt to deescalate any potential hostile situations.
 Assist attendees find alternative transportation if they are impaired. (NOTE: A taxi is
preferred method.)
After processing the points above, ask the participants:
How many sober monitors are needed for an event?
NOTE: You may elect to ask how individuals how he/she arrived at the number shared. Ensure you
have consulted with the campus policy in case the specific guideline there differs.
Prior to conducting the workshop, please consult the campus policy on event monitors for socials
(aka “sober monitors”).
The best practice answer is 1 event monitor for every 12 attendees, but no fewer than 5 event
monitors at any time. With that said, we encourage you to consider the number of attendees,
the layout of the facility and your own organization’s policy. NOTE: Emphasize whichever policy
is stricter (organization vs. institution).
Ask the group the following questions:
Utilizing the guidance shared, if there is a chapter event where 35 members and 45 guests
attend, how many sober monitors are required? NOTE: The correct answer is at least 7.
What about a chapter event where 20 members and 27 guests attend, how many sober
monitors are required? NOTE: The correct answer is at least 5. Remember, as a best practice, the
recommendation is no fewer than 5.
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ISSUES BASED UPON TYPES OF EVENTS
SECTION TIME: 15
RUNNING TIME: 38
The goal of the next part of this workshop is to get participants to understand that the role of a
sober monitor at a third-party vendor venue is much different than their role at a BYOB event (if
allowed).
We said at least because as we emphasized earlier it depends on the type of venue and event.
So, let’s discuss the ways in which these aspects of the event impact the duties of the event
monitor. I am going to ask you to divide up into three groups.
Ask each group to consider one of the following questions:
1. What is an event at a third-party venue? What are some examples of this type of event?
2. What is a BYOB event? What are some examples of this type of event?
3. What is an alcohol-free event? What are some examples of this type of event?
NOTE: Provide each group with a sheet of flip chart paper and a marker. Ask them to write their
answers on the paper in preparation for sharing with the large group.
Answers could include:
Third Party Venue - When a chapter rents out a room or facility to host an event. Most times
there will be alcohol present in the form of a cash bar served by a third party provider/bartender.
BYOB Event - When a chapter hosts an event with alcohol, most likely in a chapter house or off‐
campus location, and attendees are allowed to bring their own alcoholic beverages. A six pack of
beer is the maximum amount of alcohol one person can bring to the event. Beer is checked in one
location by a sober monitor. Each attendee receives a punch card or tickets to exchange for the
beer they brought.
Alcohol‐free event ‐ When a chapter hosts an event free of alcohol. Examples include:
brotherhood events, philanthropy events, community service events, dry social events, etc.
Ask the participants to present their definitions and examples to the group.
NOTE: After each group shares, ask of the larger group if anyone has anything to add.
Thank you for sharing. Now, I would like you to consider the role of an event monitor at each of
these types of events. Additionally, please consider any unique considerations that may impact
that role based on the type of venue.
NOTE: Provide each group with a sheet of flip chart paper and a marker. Ask them to write their
answers on the paper in preparation for sharing with the large group.
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Answers could include:
Sober Monitoring at a Third Party Vendor Event:
 Most likely will have security at the venue. (If security is not present, please see below and
the section on sober monitoring at a BYOB event)
 This means that a staff member will be serving alcohol and most likely checking IDs.
 Security/staff will control entrance/exit to event (if they do not two sober monitors
should be doing this)
 Sober monitors’ primary duties become to monitor the event and attendees.
 Report any issues to security/staff
Sober Monitoring at a BYOB Event:
 Most likely at a house or apartment
 Sober monitors are responsible for alcohol monitoring
 At least one sober monitor should be working the beer check‐in station
 Sober monitors are responsible for controlling who enters and exits the party.
o There should be at least two sober monitors at the main entrance/exit.
o Sober monitors are responsible for checking every attendee’s ID. All attendees over
the age of 21 should be marked with nontransferable wrist bands.
o The guest list should also be at the main entrance and exit.
o There should be one sober monitor at every other exit
 Sober monitors are responsible for monitoring guests and their activities.
 Understand and be capable of implementing the crisis management plan, if necessary.
Sober Monitoring at an Alcohol‐free Event:
 This covers a wide range of events (i.e. brotherhood, recruitment, philanthropy, service,
etc.).
 Sober monitors are responsible for monitoring guests and their activities.
 Understand and be capable of implementing the crisis management plan, if
necessary.
Ask the participants to present their examples to the group for type of venue.
NOTE: Ensure the group discusses a multi-level venue.
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INTERVENTION SKILLS & STRATEGIES
SECTION TIME: 48
RUNNING TIME: 86
A key role of event monitors is to be prepared to prevent and respond to issues when they
arise. Let’s spend some time thinking through potential issues that may arise at our events. I’d
like you to stay in your respective small groups and identify the top 5 situations that could occur
at your respective events. I will give you 5 minutes to do so.
On the flip chart sheet, you (or an assistant) should write the words “Be prepared for. . ..”
Ask the question: “What did your group determine?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 10-12
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
With a partner, I would like you to pick one of the situations we’ve identified as a group.
Determine the signs of that particular issue. Are there any early warning signs that might allow
you to do an early intervention? If so, what are they?
Wait 2-3 minutes.
Select 3-4 participants to share with the group.
NOTE: After each group shares, ask of the larger group if anyone has anything to add.
One of the key ways that we can engage in early intervention is to recognize the stages of
intoxication. Typically, we think about loss of coordination when asked about whether
someone’s intoxicated. However, there are earlier signs to watch for if you’re attempting to be
proactive in your response. Think about the pneumonic device, IJRC--I Just Read Cues-Inhibitions, Judgment, Reactions and Coordination.
On the flip chart sheet, you (or an assistant) should write the words “Inhibitions.”
Ask the question: “What are some signs of loss of inhibitions?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
Ask the question: “Ok, what are some signs of loss of judgment?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
Ask the question: “Now, what are some signs of diminished reactions?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
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Now, these are all areas for you to consider when engaging in proactive efforts. Regardless of
whether you are intervening for proactive, or reactive reasons, the techniques are similar. So,
let’s focus on what we can do when situations arise.
Let’s review the STOP Model that you’ve seen in other Fraternal Health and Safety Initiative
programs. Utilizing this model allow us to protect our chapter, members and guests, and
maintain our values.
S: Safety. If you notice a situation that requires immediate intervention, notify others as
needed, protect yourself and others and consider your plan of action.
T: Talk. Explain to your bother/sister or guest what is at risk, encourage good decision-making
and ask the individual to STOP their risky behavior(s).
O: Opposition. Be prepared in case others get defensive. Remember to stay calm.
P: Plan. Understand that it is your responsibility to act. Make sure your chapter plans ahead by
talking through risk reduction strategies before each social event.
Can I get a few volunteers to role play a few scenarios for the group?
Tips on how to intervene:




Approach from a caring perspective (“As your brother/sister…”)
Be understanding of their situation and perspective, but be firm
Ask to speak with them in a private setting
Remember that this is your duty to them (as a sober monitor and as a brother/sister)
Pick a situation from the ones brainstormed earlier and ask each of the volunteers to role play
their approach to intervening.
After each person goes, brainstorm with the group what the volunteer did well and what he/she
could have done better?
Thank you for your assistance! Let’s shift gears to think through other skills needed to be an
effective event monitor.
What other skills do you envision would have service?
Answers should be similar to:




Attentive and alert
Responsible and trustworthy
Knowledgeable of the risk and/or crisis management plan
Be able to identify signs of distress
As we just identified, remaining calm in a distressing situation is an essential characteristic for
event monitors. When alcohol is involved, a key skill is recognizing the signs of alcohol
poisoning. Remember, our conversation about the Gordie Bailey story in the CHOICES program.
FHSI has a partnership with the Gordie Center, and the acronym PUBS is the one that we share
as a reminder of signs of potential overconsumption:
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P: Puking (while passed out)
U: Unresponsive (to pinching)
B: Breathing (irregular/slow)
S: Skin (cold or blue)
Other signs are mental confusion, or seizures
If you notice these signs, how should you respond? Wait for response(s).
The answer should be to call 911 and get Emergency Services involved. If there is any doubt or if
you are unsure of whether someone is “okay”, you must call 911. The person’s health is
paramount to anything else. Never assume that someone can just “sleep it off”.
As the event monitor, what should you do after EMS is called and are on route? Wait for
responses.
 Stay calm
 Stay on the phone with 911 and describe in as much detail as possible what happened
prior to phoning, and what is currently happening. Listen and follow any instructions
they give you.
 Gather as much information on the victim that you can (i.e., age, gender, medical
history, etc.).
Raise your hand if you’ve heard of the term medical amnesty? Wait for show of hands.
Ask the question: Can anyone tell me what it means? Ask for a couple of responses, if the initial
response is inaccurate, or incomplete.
“Medical amnesty” is a policy that many campuses are adopting. Though these policies vary
from institution to institution, the idea is that if Emergency Services is contacted regarding an
alcohol related incident, the individual involved will receive amnesty from any disciplinary
action with the institution. Again, not every campus has a medical amnesty policy and these
policies differ. A key difference is who is protected under the policy.
We strongly recommend that you become educated on your campus policy. Regardless of
whether your college/university has a policy, our expectation is that the safety of our members
and guests is the number one priority.
Two items that sober monitors should be knowledgeable of are knowing the facility/space
where the event will be taking place, and knowing how to effectively manage crowds.
Ask the question: In what ways does knowing the facility assist you as an event monitor? Wait
for responses.
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Answers could include:
Knowing the facility/space:


Know where all exits are and ensuring they stay clear.
Know where potential harm areas exist (stairs, areas where more people will congregate,
etc.).
Crowd control:



Know how many people the fire code allows to be in this space.
To know if all of the attendees could be evacuated in a safe, orderly and timely fashion.
Know, if at any point, the chapter could lose control of the event due to amount of people
present.
Ask the question: What do you do if there are too many people in attendance? Wait for
responses.
Ask the question: What if you do not have complete control over the event? Wait for responses.
Answers could include:



Decrease the number of attendees at the event.
Increase the number of sober monitors.
Call the police/security to help manage the attendees and maintain order.
Sometimes, it is necessary to work with Emergency Services. Often, when people think of
emergency services, they think of the cops busting a party. However, this is not always the case.
It is important to note that emergency services includes the police, fire department and
emergency medical services (EMS).
If you are ever concerned that the chapter has lost control of the event and can no longer
control the attendees, you should speak with the other sober monitors and security (if possible)
about having the police help you manage the crowd. Also, if you are ever unsure of someone’s
wellbeing, you should call 911 so that the paramedics can evaluate them. It is always better to
be safe when there are situations that create doubt.
As we covered earlier, a key component of the event monitor role is intervention. However, it’s
not the sole responsibility of the event monitor to intervene. So, let’s talk about what we can do
to ensure that every member feels comfortable stepping in.
Ask the question: What can we do to help our chapter members from newest to oldest intervene
more? Wait for responses.
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REFLECTION AND CLOSING
SECTION TIME: 4
RUNNING TIME: 90
Ensure you have the Fraternity’s/Sorority’s risk and/or crisis management plan, and remind the
chapter that they should familiarize themselves with it.
Those are great ideas. Remember everyone must be willing to step in when they see a potential
problem. Thank you for participating in the session. The sincere attention you gave to this
session is part of what it means to live up to the higher standards of the Fraternity/Sorority.
There is a time to play and a time to be serious. The key is to know the difference.
We have a responsibility to work together to ensure we all work to be our best selves and act
according to our values as strongly on Friday or Saturday night as we do during ritual. Be
prepared with referral information.
REFERENCES
Adams-Curtis, L. E. & Forbes, G. (2004). Sexual coercion on college campuses. Trauma, Violence, and Abuse, 91 (5), 91122.
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National Collegiate Alcohol Awareness Week/Month
Program Ideas Resource
Overview
National Collegiate Alcohol Awareness Week (NCAAW) is set aside each year in the 3rd full week of October as a
dedicated time frame for college and universities to concentrate their efforts to challenge alcohol abuse in their
communities. The BACCHUS Initiatives of NASPA http://www.bacchusnetworkstore.org/products/NCAAWtoolkit and CoHEASAP http://www.collegesubstanceabuseprevention.org, a coalition of more 20 higher
education associations, sponsor the effort. Chances are the host campus is involved in developing programs for
this week/month. This provides an excellent opportunity for your chapter to support campus programs, and
provide leadership to help make the month as effective as possible for the campus and your membership.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: Varies
Action Steps for Chapters:
For chapters electing to engage in and/or support NCAAW programming, the FHSI Team encourages you to first
make outreach to the campus office tasked with coordinating alcohol and other drug education and prevention
efforts. Typically the campus health or counseling center is a good place to start. Most campuses also sponsor
peer education programs that usually play a major role in facilitating this programming initiative.
The following steps will help you organize how your chapter can best participate:
1. Appoint an officer, or leading member, to put together a working committee in your chapter to research
and report on NCAAW activities being planned on campus.
2. Have a person representing your chapter committee make outreach to the campus office or organization
responsible for the campus-wide NCAAW efforts and ask how your chapter can get involved.
3. If possible, work with the NCAAW committee to see if there is any specific activity that your chapter can
help sponsor or take the lead on sponsoring for the campus.
4. Get a complete list of NCAAW activities for the week/month and incorporate appropriate activities into
your chapter’s programming/educational calendar.
5. Set a chapter participation goal for each member participating in at least one NCAAW event during the
month and a recognition program for the brother(s) that participate in the most events.
6. Ask for any of the campus NCAAW Promotional Flyers/Posters and make sure they are visibly posted in
your chapter meeting and/or living space.
7. If you have not had the FHSI program “CHOICES” facilitated for your chapter, work with your
fraternity/sorority headquarters to arrange for a program during NCAAW. If you have had the program
done, do a refresher during each chapter meeting that month on one of the critical programming areas
such as: alcohol poisoning, bystander intervention, what is a drink and steps your chapter is taking to
reduce high risk consumption among members.
8. Invite another chapter to join your chapter to go together to a campus event during NCAAW and then
get back together afterwards to jointly discuss what you learned and how you can apply the information.
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9. Launch at least one new program or harm reduction effort during October as an ongoing initiative to
help protect your members.
10. Make sure all new members receive specific education on the Fraternity’s/Sorority’s and campus policies
regarding Alcohol and Other Drugs.
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Speak Up!
Overview and Ordering Information
Overview
SPEAK UP is an interactive online sexual violence prevention education program that uses true stories told by
survivors of sexual violence to help students understand issues of sexual assault, relationship violence, stalking,
bystander intervention and support. While many programs rely on cold hard facts and actors to address these
sensitive issues, SPEAK UP shares the power of real life experiences.
Empower members to take a stand against sexual violence by giving them the tools they need to intervene in
difficult situations. SPEAK UP incorporates video testimonials, interactive activities, and pre and postassessments to ensure participants are acquiring this essential knowledge. Additionally, this one-hour online
learning experience will also help aid members in understanding similar information to what is covered in the
Fraternal Health & Safety Initiative’s Taking a Stand: Preventing Sexual Misconduct on Campus program module.
Through the support of James R. Favor & Company, CAMPUSPEAK is able to provide two additional modules at
no cost to subscribers. One specifically addresses the unique considerations for fraternities and sororities. The
other tackles behaviors that fall under the definition of sexual misconduct on most college/university campuses.
Everyone can play a role in ending sexual violence. SPEAK UP is the perfect online supplement to existing
institutional efforts to create a safer campus environment. For only a few dollars per person, your chapter can
affordably provide training to your members either in supplement, or in advance of the in-person FHSI education
you can receive.
If your chapter is interested in learning more, we encourage you to visit campuspeak.com/speakup. If you decide
that you would like to incorporate this e-learning component into your membership education, you should reach
out to your inter/national headquarters to request pricing, and the options available for implementing this
component.
Forum/Audience: Chapter
Target Facilitator: Undergraduate instruction for liaising with I/HQ
Materials Needed:
 Laptop
 Financial Resources
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Bystander Intervention Techniques Follow-up
Roleplaying Activity
Overview
In an effort for the chapter to provide ongoing bystander intervention training and apply the STOP (Safety, Talk,
Opposition, Plan) Model, it is important to practice. The following scenarios are designed for use by your
chapter, risk management team to train sober event monitors, and/or other members of the chapter on
recognizing a potentially risky situation and intervening appropriately. For each scenario, have groups of 3-5
members review the information together and discuss what they would do using the STOP Model. Have
members bring their Participant Guides from any one of the FHSI Modules. You can also utilize any of the
PowerPoint Slide Decks to feature the STOP Model, if desired as a visual aid. You may email [email protected] to
request copies of the STOP Model slides.
Forum/Audience: Chapter or Consortium Member Group(s)
Target Facilitator: Undergraduate chapter officer or undergraduate leader with a Fraternity/Sorority
volunteer or headquarters staff support
Materials Needed:
 Participant Guide from one of the FHSI modules, or a copy of the STOP Model layout pages
 Copies of scenario(s) for participant groups. NOTE: Remember they are available as a separte
document.
 Large Post-it Pad/Easel Paper Pad
 Markers
 Pens/Paper for Participants
Learning Objectives:
Participants will. . .
1. Recognize that it is everyone’s responsibility to address potential areas for harm to individual members
and guests.
2. Practice proactive ways to intervene in situations where others are making decisions that could place
the involved individuals, chapter and/or Fraternity/Sorority at risk
3. Address issues of partnering to engage in prevention and intervention techniquest to keep members
and their guests safe.
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Facilitation Outline
Content
Time
Introduction, Welcome and Ground Rule
Signs to Watch for Amongst Brothers/Sisters and/or Guests
Review of the STOP Model
Process to Practice Scenarios: Intervention Skills & Strategies
Reflection and Closing
Total Time
5 minutes
15 minutes
8 minutes
28 minutes
4 minutes
60 minutes
Prepare yourself and the room before the session, first:

Thoroughly review the information found in this facilitator guide. This will take approximately 1hour.
Study the outline to ensure you have a thorough understanding of the program’s overall structure. It is
important that you give some thought to areas where you may need to specifically frame the
conversation around how members will assume leadership and properly represent the values of the
Fraternity/Sorority, as well as examples on how they could do so.

In advance of the session, research the campus policies and procedures for incidents involving chapter
events, sexual assault/misconduct and hazing, including the procedures on how a violation of policy
would be handled. Be prepared with notes to ensure you are familiar with these campus policies when
questions arise in the session. This will enable you to speak directly about the campus where you are
doing the program.

Be prepared to distribute a copy of the scenario(s) you are using to as many participants as will be
expected for the discussion.

The space being used should be large enough for your group to move around in during some interactions.
It should also be a place where the discussion will not be interrupted by exterior noise or visitors.
Reserving a room outside the chapter facility may create a less distracting environment, but it is most
important that it is a space in which the facilitator and participants can feel comfortable sharing personal
feelings and attitudes.

Be prepared to distribute the handout(s) to as many participants as will be expected for the discussion.

When setting up the room, place the chairs in a circle with flipcharts, if you are going to use them to
highlight the STOP Model, at the front. If there’s not enough room, you can utilize a presentation style
set-up with the chairs in rows—just be sure you have space to walk around the room.

Set up two flipcharts and have working markers handy. (You can also use a chalkboard and chalk or
overhead projector.)

As the participants enter the room, ask them to make themselves comfortable.

Let them know that the session can last up to 60-90 minutes.
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INTRODUCTION, WELCOME & GROUND RULES
SECTION TIME: 5
RUNNING TIME: 5
Facilitator(s) should introduce yourself by sharing your name, affiliation, what you do for the
Fraternity/Sorority and why you are there facilitating. If time allows, you can also have the
participants share their name and one “take-away” they are hoping to gain.
Welcome and thank you for participating in this workshop on bystander intervention!
Establish that ground rules are essential in order to create a positive and respectful environment
for delicate issues to be explored. Walk through the ground rules for today’s session with the
group.
Ask if there are any additions, as they may determine others for the session.
NOTE: If there are other ground rules, be sure to add them to the list. Then, post the ground rules
in the room where they are visible to everyone.
These standards should be considered when sharing and listening to each other’s opinions
throughout the session. Can we all agree to abide by the ground rules and holding each other
accountable to them?
NOTE: During this section you should, also, review the learning objectives of this session.
A tremendous part of all of our responsibilities is to ensure that we are there for one another. It
is on each of us to guarantee that we look out for one another whether at an official chapter
function, out-and-about on campus, at a bar, or when we are just hanging out. Today, we’re
going to spend some time reviewing the STOP Model and refining our intervention skills
because we know that practice makes permanent.
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SIGNS TO WATCH FOR AMONGST BROTHERS/SISTERS AND/OR GUESTS
SECTION TIME: 15
RUNNING TIME: 20
On the flip chart sheet, you (or an assistant) should write the words “Signs to watch for. . .”.
Ask the question: “What are some signs that we should watch for that indicate a potential need
for intervention?”
NOTE: You, or your assistant, should write down all of the answers on a sheet of flip chart paper.
Write down all the words as quickly as possible. Aim to get 7-10 thoughts/words. After the list is
exhausted, tear that sheet off and affix it to the wall where all can see.
Situations involving alcohol will likely be one of the examples referenced. If so, you can elect to
incorporate the refresher exercise below indicated by the shaded boxes. Or, you can move
beyond those, and directly cover the STOP Model re-cap prior to addressing the scenarios for the
roleplaying exercise.
With a partner, I would like you to pick one of the situations we’ve identified as a group.
Determine the signs involved in that particular issue. Are there any early warning signs that might
allow you to do an early intervention? If so, list them in a separate column next to the issue.
Wait 2-3 minutes.
Select 3-4 participants to share with the group.
NOTE: After each group shares, ask of the larger group if anyone has anything to add.
One of the key ways that we can engage in early intervention is to recognize the stages of
intoxication. Typically, we think about loss of coordination when asked about whether
someone’s intoxicated. However, there are earlier signs to watch for if you are attempting to be
proactive in your response. Think about the pneumonic device IJRC--I Just Read Cues-Inhibitions, Judgment, Reactions and Coordination.
On the flip chart sheet, you (or an assistant) should write the words “Inhibitions.”
Ask the question: “What are some signs of loss of inhibitions?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
Ask the question: “Ok, what are some signs of loss of judgment?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
Ask the question: “Now, what are some signs of diminished reactions?”
You, or your assistant, should write down all of the answers on a flip chart paper. Aim to get 5-7
situations. After the list is exhausted, tear that sheet off and affix it to the wall where all can see.
Now, these are all considerations for potential early intervention. However, regardless of
whether you are intervening for proactive, or reactive reasons, the techniques are similar. So,
let’s focus on what we can do when situations arise.
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REVIEW OF THE STOP MODEL
SECTION TIME: 8
RUNNING TIME: 28
Let’s review the STOP Model that you’ve seen in other Fraternal Health and Safety Initiative
programs. Utilizing this model allow us to protect our chapter, members and guests, and
maintain our values.
S: Safety. If you notice a situation that requires immediate intervention, notify others as
needed, protect yourself and others and consider your plan of action.
T: Talk. Explain to your bother/sister or guest what is at risk, encourage good decision-making
and ask the individual to STOP their risky behavior(s).
O: Opposition. Be prepared in case others get defensive. Remember to stay calm.
P: Plan. Understand that it is your responsibility to act. Make sure your chapter plans ahead by
talking through risk reduction strategies before each social event.
Can I get a few volunteers to role play a few scenarios for the group?
Tips on how to intervene:




Approach from a caring perspective (“As your brother/sister…”)
Be understanding of their situation and perspective, but be firm
Ask to speak with them in a private setting
Remember that this is your duty to them (as a sober monitor and as a brother/sister)
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PROCESS TO PRACTICE SCENARIOS: INTERVENTION SKILLS & STRATEGIES
SECTION TIME: 28
RUNNING TIME: 56
I am handing out scenarios based on different types of potential incidents. With your small
group, think through the STOP Model and identify the intervention techniques that you could
utilize to best address the scenario.
NOTE: Wait 5-10 minutes for the small groups to determine their process. You may wish to wander
around the room to check-in with the small groups as they work.
Ask the question: Can I get a volunteer from each group to read your scenario and then
demonstrate one of the approaches to intervening you identified for the group?
NOTE After each group goes, brainstorm with the large group what was done well and what could
have done better? As you go on, you may elect to also address alternatives.
Possible Scenarios:
Scenario 1. Enough is Enough! (Fraternity Hazing)
It is Thursday evening and you and another brother are studying in your room at your chapter house. There
are two brothers, Jake and Steve, talking outside your door about a couple of the members of your
chapter’s new member class who they think haven’t proved themselves worthy enough to initiate. Neither
you, nor the brother you are studying with are officers but you are both active in the chapter. You both
stop studying and look at each other since it is hard to miss the conversation going on in the hallway.
Just as both of you are about to shrug it off and go back to studying, you hear Jake say to Steve that he’s
going to call the two new members to come over for some “one-on-one time”. Neither Jake, nor Steve are
officers of the chapter; and, frankly, both of them have been known to take things too far in the past. It is a
policy in the chapter that any activities with the new members has to be planned in advance and approved
by the new member education committee.
About ten minutes later you hear aggressive shouting in the hallway as the two new members arrive at the
house. Jake calls them “unworthy maggots”. Jake goes on to tell them, “Tonight is going to be hell for you
both!” Steve then adds, “You two need to prove yourselves by downing this bottle of vodka.”
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
NOTE: This case scenario could be applied to any women’s chapter by altering it to indicate that she is
the friend of a brother in his room at the fraternity chapter facility overhearing this situation.
Scenario 2. What is wrong with Alex?
Alex is a sophomore in your chapter and lately has been acting strange and staying fairly isolated. Alex has
come back to the chapter house drunk several times on weekdays lately. Additionally, Alex has been
making a bunch of noise late at night, waking members up, and making a mess by vomiting in the
communal bathroom. Chapter members have asked Alex if everything is alright, but Alex does not want to
talk about what is going on.
Further, you have two classes with Alex which Alex has not been attending much. When Alex does attend,
Alex acts aloof and clearly is not paying attention. It has gotten to the point where several chapter
members are talking about Alex behind Alex’s back in very non-supportive ways.
Tonight you are up late hanging out in your room when you hear Alex yelling in the hallway and you are
pretty sure Alex is drunk again. One of the other members yells at Alex to shut up. Alex goes nuts and starts
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banging on members’ doors saying, “No one understands what I’m going through.” When the members do
not come to the door, you then hear Alex say, “Screw you all, I’m getting the hell out of here.” You crack
your door open wide enough to see Alex with car keys and head to the door.
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
Scenario 3. Don’t you think Chris has had too much?
You and a few other members are at a local bar enjoying yourselves when you see another member Chris
sitting at a table with someone. Earlier, you heard Chris talking excitedly with another member about
meeting up with someone later for a first date. It is obvious to you that both parties have already been
drinking, as they appear to be demonstrating signs of intoxication. You point them out to the others at your
table, and go back to talking. Over the next half hour you see a waitress bring two rounds of shots and a
couple of beers to Chris and the date.
Although you can’t hear all of the conversation you can see that Chris is getting pretty drunk and the date
Chris is with is suggesting that they both do another shot. Chris takes the shot. Then, Chris heads for the
bathroom, stumbling a bit and bumping into a couple of people along the way. The date Chris is with seems
not to notice, orders a couple of more shots, and quickly pays the tab. A few minutes later, Chris arrives
back at the table still wobbling a bit, grabs a coat and turns to leave with the date. The date points out the
shots and says let’s have one more for the road. Chris protests a bit at first. Then, with the date’s
insistence, Chris throws back the shot. The two lock arms and start walking toward the door.
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
Scenario 4. Date Party Costumes Out of Hand!
Dave is the social chair for Alpha Beta Fraternity and Chrissy is the social chair for Gamma Alpha Sorority.
The chapters are co-hosting a Halloween party. Both chapters do a lot of events together over the year.
The party has been going on for about 45 minutes when both social chairs congratulate each other on how
well the event is going. There are some hilarious costumes, and it seems like everyone is having a great
time.
All of the sudden, two couples come through the door. The men are dressed as Native American “warriors”
complete with face paint, tomahawks, and fake bloody scalps. The two men are yelling a “war chant” and
screaming as they come through the door. The women are dressed as sexy Native American “squaws”,
wearing very short skirts and showing full cleavage.
Immediately, several people at the party pull out their phones and start taking pictures.
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
Scenario 5. The Fight
On Thursday night, John a popular brother in the chapter comes back to the house around 10 p.m. with
blood on his shirt and a big bruise under his right eye. He is immediately approached by a group of brothers
just back from the bars and he shares that he was out at Finnegan’s Bar where he got into an argument
with a member of another Fraternity. He shares that as the argument progressed, the other guy “sucker
punched” him in the face. Before he could retaliate, a bouncer grabbed him and threw him out of the bar.
The brothers are furious and they demand revenge. They start making plans to go back to the bar as a
group to settle things.
For use with fraternities: You are the Vice President of the chapter and you were just hanging out with
another brother when you witnessed this entire scene. Neither of you have been drinking that night but
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you believe everyone else is fairly intoxicated. You know the president of the chapter is not there because
he is away at a leadership conference.
For use with sororities: You are the Vice President of the fraternity chapter’s friend and the two of you
were hanging out when you witnessed this entire scene. Neither of you have been drinking that night but
you believe everyone else is fairly intoxicated. You know the president of the chapter is not there because
he is away at a leadership conference.
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
Scenario 6. “Mean Girl” Sisters in Action
It is the night of bid day and your sorority has just welcomed a new member class. You thought recruitment
had gone well and your sorority easily met quota. As you are coming out of the restroom, you overhear
three members of the junior class talking about the new class. Specifically, you heard references to several
of the new sisters being labeled by these women as overweight, not stylish enough for your chapter, and
that none of the fraternities are going to want to hang out with your chapter now.
As the conversation continues, they mention six of the new members by name and the Juniors say that
they are going to call them aside and “retrain them” on how they need to look and act moving forward as a
member of your sorority. Chrissy, one of the sisters involved, says, “we’ll just need to “fat shame” them
and teach them how to dress the part. It’s the only way to avoid totally being embarrassed by them and
losing all social standing. If they don’t shape up right away, we’ll need to make sure that they drop.”
At this point, you make a sound alerting them to your presence. The three sisters stop their conversation
and stare coldly at you as you walk by them.
Using the STOP Model, walk through this case and discuss each of the steps on how you could intervene.
After you finish processing:
Excellent job! Remember, there is not “right” answer to how to step up and intervene in these
scenarios. As we have just seen, there are multiple ways to address situations. What is most
important is that we move from a bystander to an actively engaged member concerned about
our brothers/sisters and others in our campus community.
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REFLECTION AND CLOSING
SECTION TIME: 4
RUNNING TIME: 60
Ensure you have the Fraternity’s/Sorority’s risk and/or crisis management plan, and remind the
chapter that they should familiarize themselves with it.
Thank you for participating in the session! I appreciate the sincere attention you all gave to one
another. Intervening when we see a potential for harm is part of what it means to live up to the
higher standards of the Fraternity/Sorority.
We have a responsibility to work together to ensure we all work to be our best selves and act
according to our values as strongly as we do during ritual no matter what the circumstances.
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NATIONAL HAZING PREVENTION WEEK
PROGRAM IDEAS RESOURCE
Overview
National Hazing Prevention Week (NHPW) is set aside each year in the month of September as a dedicated time
for colleges and universities to concentrate their efforts to challenge alcohol abuse in their communities. NHPW
is sponsored by HazingPrevention.org, an organization whose mission is to empower individuals to prevent
hazing. We encourage you to explore their website for more information.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: Varies
Action Steps for Chapters:
For chapters electing to engage in and/or support NHPW programming, the FHSI Team encourages you to first
make outreach to the Fraternity/Sorority Life Office (or Student Activities Office) to see if there are plans in
place for fraternal governance councils to recognize the week. Additionally, if your campus has a hazing
prevention task force or committee, you may want to inquire about their efforts. Many campuses work with
their established student groups to sponsor peer education programs which play a major role in helping to
facilitate this programming.
The following steps will help you organize how your chapter can best participate.
1. Appoint an officer or leading member to put together a working committee in your chapter to research
and report on NHPW activities being planned on campus.
2. Have a person representing your chapter committee reach out to the Fraternity and Sorority advisor to
ask how your chapter can get involved.
3. If possible, work with the NHPW committee to see if there is any specific activity that your chapter can
help sponsor or take the lead on sponsoring for the campus.
4. Get a complete list of NHPW activities planned for the week and incorporate appropriate activities into
your programming/educational calendar.
5. Set a chapter participation goal of each member participating in at least one NHPW event during the
week and create a recognition program for the brothers/sisters who participate in the most events.
6. Ask for any of the campus NHPW Promotional Flyers/Posters and make sure they are visibly posted in
your chapter meeting/living space.
7. If you have not hosted the FHSI program “Hazing Prevention…It’s Everyone’s Responsibility” for your
chapter, work with your fraternity headquarters to arrange for a program during NHPW. If you have had
the program done, do a refresher during each chapter meeting that month on one of the critical
programming areas such as: reviewing your chapter’s commitment to preventing hazing, membership
rights, hazing defined, chapter and organizational values, and bystander intervention.
8. Invite another chapter to join your fraternity/sorority to go together to a campus event during NHPW.
Then follow-up by getting back together afterwards to jointly discuss what you learned.
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9. Launch at least one new program for your chapter effort during NHPW as an ongoing effort to help
protect your members from hazing.
10. Make sure all new members/pledges receive specific education on your fraternity and campus policies
regarding hazing and their rights as members.
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Sexual Assault Awareness Month
Program Ideas Resource
Overview
Sexual Assault Awareness Month (SAAM) is set aside each year in the month of April. Chances are your campus
is already involved in developing programming for this month. This provides an excellent opportunity for your
chapter to support campus programs, and provide leadership to help make the month as effective as possible
for the campus and your membership.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: Varies
Action Steps for Chapters:
For chapters electing to engage in and/or support SAAM programming, the FHSI Team encourages you to first
make outreach to the campus office tasked with coordinating sexual assault/misconduct education and
prevention efforts. Typically the Title IX, student conduct, campus health or counseling center is a good place to
start. Most campuses also sponsor peer education programs that usually play a major role in helping to facilitate
this programming.
The following steps will help you organize how your chapter can best participate.
1. Appoint an officer or leading member to put together a working committee in your chapter to research
and report on SAAM activities being planned on campus.
2. Have a person representing the SAAM committee reach out to the campus office or organization
responsible for the campus-wide SAAM efforts and ask how your chapter can get involved.
3. If possible, work with the SAAM committee to see if there is any specific activity that your chapter can
help sponsor or take the lead on sponsoring for the campus.
4. Get a complete list of SAAM activities for the month and incorporate appropriate activities into your
programming/educational calendar.
5. Set a chapter participation goal of each member participating in at least one SAAM event during the
month and a recognition program for the brother(s) that participate in the most events.
6. Ask for any of the campus SAAM Promotional Flyers/Posters and make sure they are visibly posted in
your chapter meeting and/or living space.
7. If you have not sponsored the FHSI program, “Taking a Stand: Preventing Sexual Misconduct on Campus”,
for your chapter, work with your fraternity headquarters to arrange for a program during April.
8. If you participated in the “Taking a Stand: Preventing Sexual Misconduct on Campus”, do a refresher
during each chapter meeting that month on one of the critical programming areas such as:
Understanding, Giving and Gaining Consent, Bystander Intervention, Relationship Violence, and What to
Do if You or Someone You Know has been Assaulted.
9. If you participated in “Taking a Stand: Preventing Sexual Misconduct on Campus”, encourage everyone
to bring his/her participant guides with them to chapter. Take this opportunity to revisit the
commitments individuals made during the program and self-evaluate how well each of you upheld those
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commitments. Have everyone either recommit to follow-through, or make a new commitment for the
future.
10. Invite another chapter to join your fraternity/sorority participate in a campus event during SAAM. Then,
get back together afterwards to jointly discuss what you experienced and learned.
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“My Brother’s/Sister’s Keeper”
Recognition Award Program
Overview
The objective of instituting the “My Brother’s/Sister’s Keeper” Recognition Award Program is to recognize
and reward brothers/sisters who exemplify the values of your fraternity/sorority by being a brother/sister
and doing the right thing when needed versus merely a passive bystander. With the goal of continued
reflection on how the Fraternal Health & Safety Initiative can become an integrated part of your chapter
culture, the FHSI Team encourages you to seek out and recognize brothers/sisters on a regular basis for
doing the right thing. The “My Brother’s/Sister’s Keeper” Recognition Award program is designed to build a
greater awareness within your chapter about the importance of each and every brother/sister taking
responsibility to do the right thing when it comes to protecting the health and safety of your brothers/sisters,
guests, and other members of the campus community.
Forum/Audience: Chapter
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: Varies
Action Steps for Chapters:
▪ Create an organizational structure for the award process: The best part of the “My Brother’s/Sister’s
Keeper” Recognition Program is that it can be easily incorporated into existing organizational structures
within your chapter. The responsibility for the program can be given to the officer in the chapter
responsible for risk management, or standards/accountability.
▪ Decide the process for determining the award recipient: During the designated officer’s report, he/she
can poll other officers, or members, and/or ask for nominations from the chapter for positive things
individual members have done during the past week. From these recommendations, the officer can pick
the one he/she feels best exemplifies the criteria for the award that week. As an alternative, the officers
together can vote. At the next chapter meeting, the chosen brother/sister is publically recognized with
a small token of appreciation.
▪ Establish the award’s criteria: The designated officer should work with his/her committee, the other
officers and/or the chapter to determine the award criteria. Examples of qualifying activities for this type
of award’s program could include:
o
o
o
o
o
o
A brother/sister taking the keys from a member/guest who has been drinking and making sure they get home
safely;
A sister/brother who recognizes a member/guest is too intoxicated to be left alone, and stays up with the
sister/brother to make sure s/he is ok or seeks additional help, if needed;
A brother/sister who makes sure a member/guest is safely transported home after a chapter event, or other
activity;
A sister/brother who confronts a member/guest for telling racist, sexist or otherwise inappropriate jokes;
A brother/sister who confronts a member(s) for asking a new member/pledge to do something inappropriate;
and/or,
A sister/brother who went out of her/his way to help a member study for an upcoming test or academic
project.
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▪ Institute the “recognition” component: There are a variety of ways that a chapter can elect to recognize
and reward the individual, even in a low to no budget scenario. Some suggestion include:
o Create a bulletin board space in a visible area of the chapter facility/meeting space and place the recipient’s
photo and a short description of why s/he was selected.
o Get $10 gift cards from local businesses/restaurants to reward the winner each week for doing the right thing.
o Create a culmination award at the end of each Semester for the brother most often nominated during the
Semester or for the single best example of the “My Brother’s/Sister’s Keeper” actions.
o Document the winner each week and feature on chapter Social Media/Websites
o Share recognition efforts with the Fraternity & Sorority life office so they know about the good deeds of
individual brothers.
o Be creative and think of other ways on your own to keep this program going.
o If housed, create a priority parking spot for the winner each week.
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Host a “Walk a Mile in Her Shoes”
Campus-wide Event
Overview
“Walk a Mile in Her Shoes” is the International Men’s March to stop rape, sexual assault & gender violence.
It is a great, visible and playful opportunity for men to raise awareness in their community about the serious
effects to men’s sexualized violence toward women. This is a great activity for your chapter to shine an
important light on this topic for your campus community.
In short, the goal of the event is to organize a mile walk in a visible area of your campus and organize teams
of men from various organizations to participate. It is both a fundraiser and an important campus-wide
educational opportunity. This is a great program to host or bring to the IFC, or Fraternity/Sorority Life Office
for a greater impact.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: See the website for more information.
Action Steps for Chapters:
For chapters electing to engage in and/or initiate this program, the FHSI Team encourages you to first make
outreach to the campus office tasked with coordinating sexual assault/misconduct education and
prevention efforts. Typically the Title IX, student conduct, campus health or counseling center is a good place
to start. Most campuses also sponsor peer education programs that usually play a major role in helping to
facilitate this programming.
For more information detailing the protocol to ensure a successful event, the FHSI Team recommends you
visit the official “Walk a Mile in Her Shoes” website. There you will find detailed guidance and instructions
for hosting the event on your campus.
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Steps to Educate the Fraternal Community on
Sexual Misconduct Resource
Overview
It is great that your chapter has committed to educating your membership on the issues associated with
sexual misconduct/assault and relationship violence. However, in order to truly do our part in “Taking a
Stand”, it is imperative that the Fraternal Health & Safety Initiative (FHSI) education extend beyond the
chapters educated by their participating inter/national organization. Everyone knows that it only takes one
incident involving fraternity and sorority life on campus for all chapters, and members in the community to
be impacted. As you may recall from the Taking a Stand: Preventing Sexual Misconduct on Campus
program, there are federal mandates requiring your campus offer educational programming in this area.
Utilizing your resources on campus provides an excellent opportunity for your chapter to support campus
programs, and provide leadership to help make sexual misconduct/assault prevention efforts even more
effective for the campus, and your membership.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader
Materials Needed: Varies.
Action Steps for Chapters:
As always with this type of education, the FHSI Team encourages you to first make outreach to the campus
office tasked with coordinating sexual assault/misconduct education and prevention efforts. Starting with
the Title IX, student conduct, campus health or counseling center, ascertain what resources are available to
your chapter to engage the fraternal community, both sororities and fraternities, in the larger, broader
conversation. Most campuses also sponsor peer education programs that usually play a major role in helping
facilitate this programming; so, reaching out to those groups may be another avenue to pursue.
The following steps can help your chapter take the lead in broadening this discussion to the fraternal
community on your campus:
1. Appoint an officer or leading member to put together a working sexual misconduct prevention and
education committee in your chapter to research and report on available opportunities/resources
on campus.
2. Have a person representing the sexual misconduct prevention and education committee reach out
to the campus office responsible for campus-wide educational efforts and ask how your chapter can
get involved.
3. Visit the FHSI website and review the tab on sexual misconduct prevention and also the FHSI
Materials tab for information about free downloadable posters.
4. Set up an appointment with the Office of Fraternity/Sorority Life staff member(s) to share what your
chapter is doing on this topic, and what commitments/programming you are undertaking as a group
to address sexual misconduct.
a.
b.
Create an agenda in advance of things you wish to cover to help you stay on track.
Bring samples of programming or chapter activities undertaken on this topic.
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c.
d.
Don’t be afraid to ask for feedback and advice moving forward. In doing so, you’ll be giving the
advocate for your system important information that the staff member(s) can use to promote the
positive side of fraternities to other members of the administration.
Share the FHSI website resources link with the staff member(s). Remember, the free color posters
that can be downloaded and printed for each chapter on campus.
5. Host a discussion on sexual misconduct prevention with the governing council(s) and/or presidents’
council.
a.
b.
c.
d.
e.
f.
Work with the Office of Fraternity/Sorority Life staff member(s) to place the topic on an upcoming
agenda.
Prior to the meeting, take time to contact the Title IX and/or student conduct office, on your campus
to research statistics on sexual misconduct in the campus community, and see if you can get specifics
related to fraternity/sorority life members’ impacted.
Reach out to sexual assault prevention/survivor services, counseling center and/or health center to
identify resources and programming opportunities. Create a handout/resource flier for this
information.
Download and print the free posters from the FHSI website and bring to the meeting to share.
Ask the governing council(s) for a commitment to participate in SAAM (Sexual Assault Awareness
Month) activities on your campus.
See if the governing council(s) would be interested in having a presentation from the Title IX and/or
student conduct office at a future meeting, and arrange it if they are willing to do so.
6. Offer to speak to new fraternity and sorority members shortly after a recruitment period ends.
a.
Share the importance of being part of a system and doing the right thing.
b.
Make sure all new members are exposed to the Title IX policies of the campus, resources and
education on sexual misconduct prevention. NOTE: This is another opportunity to bring in a speaker
from the Title IX, student conduct, campus health, campus police/security and/or counseling center
to share their perspectives.
c.
Brainstorm with the new members how they can “Take A Stand” Against Sexual Misconduct
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Forced Choices
Discussion Builder Activity
Overview
One of the challenges in addressing hazing is that it can take place in many forms and hazing practices tend to
get progressively more harmful over time if they are left unchallenged. The goal of this exercise is to have your
members make a choice about where they stand on issues related to hazing and have a group discussion about
the choices and individual reactions to them. You can also utilize any of the PowerPoint Slide Decks to feature
the STOP Model, if desired as a visual aid. You may email [email protected] to request copies of the STOP Model
slides.
Forum/Audience: Chapter/Campus
Target Facilitator: Undergraduate chapter officer or undergraduate leader with a Fraternity/Sorority
volunteer or headquarters staff support
Room Set-Up Needed: Open space, or at least clear of aisles for ease of movement
Materials Needed:
 Pre-made signs labeled as follows: Strongly Agree, Agree, Neutral/No Opinion, Disagree, Strongly
Disagree
 Tape
 Flip Chart Paper/Dry Erase Board
 Markers
 Pens/Paper for Participants
Learning Objectives:
Participants will. . .
1. Recognize that it is everyone’s responsibility to address potential areas for harm to individual members
and guests.
2. Discuss the need for proactive intervention and education in situations where others are making
decisions that could place the involved individuals, chapter and/or Fraternity/Sorority at risk.
3. Address issues of partnering to engage in prevention and intervention techniquest to keep members
and their guests safe.
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Facilitation Outline
Content
Time
Introduction, Welcome and Ground Rule
What is Hazing?
Forced Choices: When To Say “Enough”
Group Processing
Review of the STOP Model
Reflection and Closing
Total Time
5 minutes
10 minutes
16 minutes
18 minutes
7 minutes
4 minutes
60 minutes
Prepare yourself and the room before the session, first:

Thoroughly review the information found in this facilitator guide. This will take approximately 1hour.
Study the outline to ensure you have a thorough understanding of the program’s overall structure. It is
important that you give some thought to areas where you may need to specifically frame the
conversation around how members will assume leadership and properly represent the values of the
Fraternity/Sorority, as well as examples on how they could do so.

In advance of the session, research the campus policies and procedures for incidents involving hazing,
including sexual assault/misconduct and alcohol. Familiarize yourself with the procedures on how a
violation of policy would be handled. Be prepared with notes to ensure you understand these campus
policies when questions arise in the session. This will enable you to speak directly to the campus where
you are doing the program.

The space being used should be large enough for your group to move around in during some interactions.
It should also be a place where the discussion will not be interrupted by exterior noise or visitors.
Reserving a room outside the chapter facility may create a less distracting environment, but it is most
important that it is a space in which the facilitator and participants can feel comfortable sharing personal
feelings and attitudes.

Be prepared to distribute the handout(s) to as many participants as will be expected for the discussion.

When setting up the room, use the tape to hang each sign at a different space of the room similar to a
four corners activity with the middle being “neutral, or no opinion”.

As the participants enter the room, ask them to make themselves comfortable.

Let them know that the session can last up to 60-90 minutes.
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INTRODUCTION, WELCOME & GROUND RULES
SECTION TIME: 5
RUNNING TIME: 5
Facilitator(s) should introduce yourself by sharing your name, affiliation, what you do for the
Fraternity/Sorority and why you are here facilitating. If time allows, you can also have the
participants share their name and one “take-away” they are hoping to gain.
Welcome and thank you for participating in this workshop on hazing and bystander
intervention!
Establish that ground rules are essential in order to create a positive and respectful environment
for delicate issues to be explored. Walk through the ground rules for today’s session with the
group.
Ask if there are any additions, as they may determine others for the session.
NOTE: If there are other ground rules, be sure to add them to the list. Then, post the ground rules
in the room where they are visible to everyone.
These standards should be considered when sharing and listening to each other’s opinions
throughout the session. Can we all agree to abide by the ground rules and holding each other
accountable to them?
NOTE: During this section you should, also, review the learning objectives of this session.
As we have discussed before, our fraternity/sorority is built upon the premise that we foster
leaders. It is on each of us to ensure that we look out for the best interest of our
brotherhood/sisterhood. Today, we are going to spend some time reviewing what constitutes
hazing and refining our intervention skills when such occasions may occur where we are tested.
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WHAT IS HAZING?
SECTION TIME: 10
RUNNING TIME: 15
On the flip chart sheet, you (or an assistant) should write “What is hazing. . .”.
Ask the question: “What is hazing? How would you define it?”
You, or your assistant, should write down all of the answers on a flip chart paper. Write down all
the responses as quickly as possible. Aim to get 3-5 thoughts. After the list is exhausted, tear that
sheet off and affix it to the wall where all can see.
Prior to conducting the activity, you will want to identify the institution’s definition of hazing and
the behaviors that could constitute a policy violation. If possible, you may want to load the
website containing that information, have it minimized in the background, and then pull it up
when you cover the definition.
Share the definition of hazing for the institution.
With a partner, I would like you to think through meaningful, healthy experiences the chapter
offers that do not require anyone to do something that would meet this definition, but do build
a solid brotherhood/sisterhood.
Wait 2-3 minutes.
Select 3-4 participants to share with the group.
NOTE: After each individual shares, ask of the larger group if anyone has anything to add.
Let’s consider when activities, practices, and/or “traditions” can become problematic within our
fraternity/sorority.
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FORCED CHOICES: WHEN TO SAY “ENOUGH”
SECTION TIME: 16
RUNNING TIME: 31
As the facilitator, it is imperative that you individually think through each of the situations below
prior to the activity. This will enable you to be ready to add thoughts or ideas as part of the
discussion. Also, make sure you emphasize the words IS or IS NOT in each situation to reduce
confusion as much as possible.
I will read a scenario provided that describes a situation. I would ask each of you to think about
the statement and your personal thoughts about how it fits into our definition of hazing, versus
healthy activity. Then, I would like you to move to the section of the room with the sign that
best represents your opinion. For example, if you think that it is not hazing, you may move to
the “disagree”, or “strongly disagree” section, depending upon how firmly you feel about your
decision.
Are we ready to get started? Wait for affirmed response. Ask everyone to stand.
After you read the situation, pause for 20-30 seconds to let the members find their place in the
room based upon their perspective.
Once everyone has settled, pose the question, “What prompted your choice to take the position
you have in this situation? What did you consider?” to 1-3 participants at the various position.
Situation Questions
1. The following IS NOT an example of hazing. Professional football players are right to expect
rookies to carry their equipment for them on and off the practice field.
2. The following IS an example of hazing. Asking new members/pledges to memorize a Fraternity
song or chant; and, then telling them to perform it individually in front of sorority members
and/or other guests at a party.
3. The following IS a myth about hazing. It isn’t hazing if a person does whatever is asked of them
willingly.
4. The following IS NOT an example of hazing. Actives vs New Members/Pledges in a game of Beer
Pong. What if it is New Members vs New Members/Pledges in a game of Beer Pong organized by
actives?
5. The following IS NOT a myth about hazing. Hazing occurs because it is the best way to build
loyalty and group unity.
6. The following IS a myth about hazing. Hazing has always occurred in our Fraternity/Sorority so
we’d be letting our alumni and founders down if we didn’t do it.
7. The following IS NOT an example of hazing. Finding out a new member/pledge is a virgin and
then taking it upon yourself to fix him/her up with someone that you know will want to have sex
with him/her.
8. The following IS hazing. Asking a new member or younger member of your fraternity to take
notes in class and share them with you so you don’t have to do it yourself.
9. The following IS NOT an example of hazing. Asking new members/pledges to come by your off
campus house and clean up the place on a Saturday.
10. The following IS hazing. Creating exercise and physical fitness goals as part of the new member
education process and tracking their weight/progress on a chart for all of the members to see.
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GROUP PROCESSING
SECTION TIME: 18
RUNNING TIME: 49
Take note of the responses offered during the previous section as you may want to circle back to
one or two of those points in this debriefing section. After the last situation is shared and
considered by the group, facilitate a group processing of the exercise.
Okay, let’s all find a seat.
Now, I’d like us to discuss what we observed during the activity.
Pose the following questions to the group, waiting for a few responses after each one:
1. Would anyone like to share anything that surprised them about this activity?
2. Did any of you feel peer pressure to change your answers based upon where the
majority of the group was heading?
3. Were you surprised by the various choices others made over why or why not something
was considered hazing?
4. Notice that none of the example scenarios were extreme or overtly dangerous in their
descriptions. Why do you think that is the case for our purposes today?
5. Any last thoughts?
There may be occasions where we find ourselves questioning whether an activity is healthy, or
hazing for our chapter. In those instances, we need to feel empowered to stand up and say
something. So, let’s spend some time quickly reviewing the STOP Model for Intervention.
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REVIEW OF THE STOP MODEL
SECTION TIME: 7
RUNNING TIME: 56
Let’s review the STOP Model that you’ve seen in other Fraternal Health and Safety Initiative
programs. Before we review the model, can someone give me a scenario where an intervention
might be necessary involving hazing, or the potential for hazing? Wait for responses.
You, or your assistant, should write down all of the responses on a sheet of flip chart paper as
quickly as possible. Aim to get 4-6 situations. After the list is exhausted, tear that sheet off and
affix it to the wall where all can see.
Great work! Let’s review the STOP Model and then see how we might put it into action to
address these situations.
S: Safety. If you notice a situation that requires immediate intervention, notify others as
needed, protect yourself and others and consider your plan of action.
T: Talk. Explain to your bother/sister or guest what is at risk, encourage good decision-making
and ask the individual to STOP their risky behavior(s).
O: Opposition. Be prepared in case others get defensive. Remember to stay calm.
P: Plan. Understand that it is your responsibility to act. Make sure your chapter plans ahead by
talking through risk reduction strategies before each social event.
Utilizing the STOP Model, can I get a few volunteers to demonstrate a specific technique to
tackle one of the scenarios we have up on the sheet?
Tips on how to intervene:
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
Approach from a caring perspective (“As your brother/sister…”)
Be understanding of their situation and perspective, but be firm
Ask to speak with them in a private setting
Remember that this is your duty to your fellow members
46
 2015 James R. Favor & Company, LLC (JRFCo)
ALL RIGHTS RESERVED
This is a confidential document, the contents of which should not be disclosed to third parties without the express permission of JRFCo.
REFLECTION AND CLOSING
SECTION TIME: 4
RUNNING TIME: 60
Ensure you have the Fraternity’s/Sorority’s associate/new member education information,
including any policies, ready to review, and remind the chapter that they should familiarize
themselves with the material.
Thank you for participating in the session! I truly appreciate the sincere attention you each gave
to this session. Our goal is to ensure that we have a healthy brotherhood/sisterhood, not one
that is based upon bonding through fear, intimidation and/or humiliation. The key is to know
the difference.
We have a responsibility to work together to be our best selves and act according to our values
so that we can ensure the longevity of our fraternity/sorority.
Return to the Table of Contents
47
 2015 James R. Favor & Company, LLC (JRFCo)
ALL RIGHTS RESERVED
This is a confidential document, the contents of which should not be disclosed to third parties without the express permission of JRFCo.
48
 2015 James R. Favor & Company, LLC (JRFCo)
ALL RIGHTS RESERVED
This is a confidential document, the contents of which should not be disclosed to third parties without the express permission of JRFCo.